Tips for teaching Teens

Worgan M. describes some aspects of the teacher- student relationship that have worked for her and hergroups.

1. The First Day: The first few days are crucial to the way the course will run. This is the time when the students will make unconscious decisions about what kind of teacher you are and it is essential to let them know that, while you may be relaxed and friendly, you will not accept any nonsense.

Make sure they are conscious of the amount of work they will be doing both
in and out of class if they want to reach their objectives (pass a course or an exam, learn English, etc.) Most teenagers expect to have to put in a bit of effort, and this usually motivates them. It is really important that they feel motivated.

2. Being strict: Research has shown that firm but fair teachers are preferred by this age group. Many times teachers are tempted to treat a group of sixteen year olds as adults, but the fact is that  emotionally they are not. If you talk to them as if they were your friends or peers, they will often use this as an excuse not to study or do as you ask.

At the end of the day, most teenagers
don’t have the maturity to choose learning over fun and games and it will be much more difficult to get them to
put in the required effort. However, this doesn’t mean that teachers have to be strict all the time!

Students should be rewarded when they work hard and rewards, such as games and other fun activities, can be a great
incentive to get the task done. Transmit the idea that you are in control of the class, this is something teenagers consider as a qualification of a good.teacher.

3. Short-Term goals: For the teacher, the school year may fly by, but for the average fifteen-year-old, though, a year can be a very long time. Set them regular,
achievable goals in order to keep motivation as high as possible, and discuss and negotiate these goals with your students keeping them involved.

4. Motivation: Worgan M. mentions that one of the questions teachers of teenagers constantly ask is “How can I motivate them? They aren’t interested in
anything!” They usually don’t like the books and the topics in them. If you ask teenagers what topics they would like to cover in class they, usually, don’t know or
will come up with just a few.

Even if you bring in materials about their interests they will most probably show very little enthusiasm. The problem is not the actual topic of the lesson, but the type of activities involved.

I have used the following activities with
teenagers and they have worked well. Imagine you have a text about someone who found a bottle on the seashore. In the bottle was a message which was written many years ago.

Instead of just asking your students to read, tell them the story from the writer’s point of view from the beginning, but stopping before the end.

Now ask what happened next, encouraging all kinds of funny answers and, then, get them reading! The gist of it is to find fun ways to exploit the materials they already have in their course books.

5. Humour: A good laugh now and again can motivate teenagers to want to come to class. Make up stories or ask them to help you solve a problem or to introduce a grammar point that they actually know. My favorite problem-solving activity used to be a story which was partially true.

I would tell my students that I had
received a horrible birthday present (an orange blouse for example) from my husband and I didn’t know what to do with it, without hurting his feelings. The students would come up with all sorts of solutions, have fun and, actually, practice their English.

This will give you and the students an opportunity to relax. They will be much happier about working when they notice the teacher is prepared to tell a story or
joke. As a follow-up activity you can ask them to share similar problems they have or have had and their peers should suggest solutions.

Teenagers will be eager to
participate (as long as it is done in English) and our teaching objective will have been reached (2 nd Conditional: if I were you, I would…).

Effective Teaching Methods for Teenagers
Louanne Piccolo states in her article Teaching Teenagers: How to Motivate and Interest

Them, that t eenagers look for meaning and significance in relation to their own lives in what they are taught. An intelligent teacher will use this knowledge to personalize their lessons and relate this to what is going on in the lives of the students at the moment.

Teenagers want to know about now, and not about what happened a hundred years ago! Keeping up- to-date with technology and the topics that may interest teenagers may take a lot of effort on behalf of the teacher, but it is of utmost importance to getting and holding their attention.

Most teenagers like to talk about themselves, what they think, what they don't like and are quite emotional; so, teachers must be creative and organize activities like sharing journal entries or writing articles for a magazine students have created themselves.

This allows students to express themselves freely and talk about a topic they are interested in: their own ideas. Piccolo further explains that, prior to learning, teenagers need to know why they are doing something, how it can help them and how it relates to their lives.

Although everyone prefers interesting classes, this is not always possible. Teenagers are aware of this and even though they are, generally, in favor of fun they know that good learning takes an effort.

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Six Resources a Teacher Should Use When Teaching Teenagers

Piccolo suggests six resources which help put teaching methods into use, through appropriate and adapted
activities.

Here are some particularly useful resources when teaching teenagers:
Not quite-yet-adults and not-still children is a difficult thing to be. The average teenager is an inquisitive contrast of innocence and worldliness and has a thirst for knowledge that is endless, in spite of the fact that
their interests, emotions and frustrations vary enormously.

A teacher who understands the characteristics of a teenage learner, effective teaching methods and the resources to put those methods into
practice, is a teacher who will motivate and challenge a teenage class to learn with interest.

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i stand for education - Stephen Adams Social Reformation Foundation (SASRF)

For quite a while now, the issue of the Nigerian education system and standards has generated heated debate and controversy. Many Nigerians are concerned.

The issues have repeatedly been
forced to the front burner with recent mass failures in national examinations and the inability of Nigerian graduates to measure up to employment standards required by the job market.

Stephen Adams Social Reformation Foundation (SASRF), an NGO based in Lagos, has taken the issue of educational standards as its key area of focus, promoting Train-the-Trainer programs for Teachers in public schools under its
Teachers4Change program in order to impact student outcomes and the development of Teachers in Nigeria.

Its new campaign, “istandforeducation”, is another initiative to focus the attention of the general public on Education matters. Mrs. Nike Akerele-De Souza is a Director of SASRF and outlines the concerns of the Foundation and tells us how to get involved.

1. Tell us how SASRF was founded and the motivation behind the establishment.

The  Foundation was launched several years ago to address and proffer solutions to various societal needs for the disadvantaged. SASRF took on educational and health sector issues as well as correctional centers for children and old people’s homes. The Foundation has also provided school infrastructural assistance as well as materials to public secondary and primary schools.

2. What are the ambitions of SASRF?

SASRF’s mission is to affect the lives of the disadvantaged. We aim to reform environments that we get involved in. We wish to make an impact on our community and the nation by effecting positive change. Over time, we have developed a focus on the Education sector because we believe there is a crisis and urgent transformation is needed in Education.

3. What initiatives have been established in the area of Education?

There is a clear challenge in Nigeria and
indeed a crisis with the quality of our education and the educational structure itself. Our children are not learning what they should and the way they should to become effective 21st century citizens.

Teachers generally lack the requisite skills and knowledge to transfer to the children and, our teaching methodologies and materials are out-dated for the world of today. Teachers are no longer valued in society as they should be, and the Education sector is not an attractive career option for our youth.

Consequently, we introduced a Teachers4Change Project which involves a one (1) year continuous school development program focusing on Teacher Training & Development and Mentoring for Public Primary school teachers which commenced in Lagos State. Teachers are provided with class room instructions for 3 terms, practical knowledge transfer and school visits to best practice private schools.

4. You have just launched a new campaign on education. What is this campaign about?

We have just launched the istandforeducation campaign and project. We aim to create awareness of the crisis in education and generate support for these issues in our capacity as private sector/NGOs. As individuals, we should begin to own and be responsible for the transformation needed in Education.

There are several credible organizations working in this area already. We have just launched the nationwide campaign
and hope to have about one million (1,000,000) signed up individuals on our platform. The target of this campaign is to attract citizens of all walks of life (the populace) who are concerned about what is happening in our education sector.

We will then be able to call on some of the signed up individuals to volunteer
to teach, work on education projects, mentor students and teachers and get active in various education interventions.

With our website/education portal –
www.istandforeducation.org – we will make available to the populace information on education issues and news and begin to sensitize the populace on what is happening with our children in Nigerian schools.

The istandforeducation project will also
showcase key education projects and initiatives undertaken by various organizations & NGOs. The populace will then be able to see and assess private sector/NGO presence in education and be a part of the change process.

We hope that such projects may also receive financial assistance from those interested in helping.
We will work closely with organizations assisting in the education sector.

5. What role can the public play in supporting the istandforeducation project?

The istandforeducation campaign through the social media is targeted at drumming up attention and creating awareness about the education situation in Nigeria. We also hope it will promote discourse and conversations about the important education related issues and their solutions.

Our means of doing this is through an
awareness campaign driven by the internet and social media. The campaign will be driven on Instagram, twitter, Facebook and our portal istandforeducation.org (a purpose built website with ability to take a roll call of individual sign- ups for support and assistance).

Please go online to istandforeducation.org and sign up immediately and also take a decision to
join the cause for action.

You should also upload your photo to your favourite social media site and tag at least 4 people asking them to do the same for Education.

Please don’t forget to include in your social media post  #istandforeducation and www.istandforeducation.org and remind the 4 people you tagged to do the same.

We look forward to your support as we drive changes in our education sector and create a better future for our Teachers and children.

JOIN US ON

istandforeducation.org

istandforeducation Nike’s work in Education is implemented in her
role as a Member of the Human Capital Committee of the Nigerian Economic Summit Group (NESG), an appointed Member of the Human Capital Committee of the National
Competitiveness Council of Nigeria.

She is a Fellow of the Aspen Leadership Institute (US)/ Africa Leadership West Africa (ALIWA). As a Director of SASRF, she is active in the education
sector, especially in the area of Teacher
Education and Development.

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Know more about Autistic Children

Wikipedia says ; Autism is a neurodevelopmental disorder characterized by impaired social interaction , verbal and non-verbal communication , and restricted and repetitive behavior.

Parents usually notice signs in the first two years of their child's life.  The signs typically develop gradually, but some children with autism will reach their developmental milestones at a normal pace and then regress.

Understanding the underlying reasons for behaviour is
very important in helping professionals to devise
strategies to help a child on the autism spectrum.
Without at least a background knowledge of the
challenges that having autism can create, a child’s
behaviour can be misinterpreted and their needs will not
be met in the most appropriate way. A teacher or early
years practitioner will therefore need a knowledge of
autism and how to structure situations to promote
learning as well as observational skills and the capacity
to motivate and involve.
Other people’s opinions may have little or no influence
on the behaviour of children on the autism spectrum
and the child may say and do exactly as they want.
Adults who do not know the child or know about autism
may misunderstand the child’s behaviour and view it as
naughty, difficult or lazy when in fact the child did not
understand the situation or task, or did not read the
adult’s intentions or mood correctly.
Typical behaviour
The kind of behaviours professionals look for in
diagnosing autism are:
Delay or absence of spoken language including loss of
early acquired language
Unusual uses of language
Difficulties in playing with other children
Inappropriate eye contact with others
Unusual play activities and interests and failure to share
in the interests or play of others
Communicating wants by taking an adult’s hand and
leading to the desired object or activity
Failure to point out objects with the index finger
Unusual response to certain sounds, sights and textures
Resistance to changes in familiar routines
Repetitive actions or questions
A preference for following their own agenda.
There are a number of subgroups within the spectrum of
autism but all children on the autistic spectrum share a
triad of impairments some of which impact on their
behaviour, for example difficulties with thinking and
behaving flexibly may be evidenced by obsessional or
repetitive activities. Some children on the autism
spectrum may have unusual sleep patterns. Many will
have difficulty in understanding the social behaviour of
others and in behaving in socially appropriate ways.
Other factors besides autism can also affect a child’s
behaviour – personality, environment, family
characteristics and the child’s skills and interests.
Children on the autism spectrum may have other
conditions which can impact on behaviour – for
example ADHD, dyspraxia and obsessive-compulsive
disorder.

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Here are ten things every child with autism
wishes you knew:
1. I am a child.
My autism is part of who I am, not all of who
I am. Are you just one thing, or are you a
person with thoughts, feelings, preferences,
ideas, talents, and dreams? Are you fat
(overweight), myopic (wear glasses) or klutzy
(uncoordinated)? Those may be things that I
see first when I meet you, but you’re more
than just that, aren’t you?
As an adult, you have control over how you
define yourself. If you want to single out one
characteristic, you can make that known. As a
child, I am still unfolding. Neither you nor I yet
know what I may be capable of. If you think of
me as just one thing, you run the danger of
setting up an expectation that may be too
low. And if I get a sense that you don’t think I
“can do it,” my natural response will be, why
try?
2. My senses are out of sync.
This means that ordinary sights, sounds,
smells, tastes, and touches that you may not
even notice can be downright painful for me.
My environment often feels hostile. I may
appear withdrawn or belligerent or mean to
you, but I’m just trying to defend myself.
Here’s why a simple trip to the grocery store
may be agonizing for me.
My hearing may be hyperacute. Dozens of
people jabber at once. The loudspeaker booms
today’s special. Music blares from the sound
system. Registers beep and cough, a coffee
grinder chugs. The meat cutter screeches,
babies wail, carts creak, the fluorescent
lighting hums. My brain can’t filter all the
input and I’m in overload!
My sense of smell may be highly sensitive.
The fish at the meat counter isn’t quite fresh,
the guy standing next to us hasn’t showered
today, the deli is handing out sausage
samples, the baby in line ahead of us has a
poopy diaper, they’re mopping up pickles on
aisle three with ammonia. I feel like throwing
up.
And there’s so much hitting my eyes! The
fluorescent light is not only too bright, it
flickers. The space seems to be moving; the
pulsating light bounces off everything and
distorts what I am seeing. There are too many
items for me to be able to focus (my brain
may compensate with tunnel vision), swirling
fans on the ceiling, so many bodies in
constant motion. All this affects how I feel just
standing there, and now I can’t even tell
where my body is in space.
3. Distinguish between won’t (I choose not to)
and can’t (I am not able to).
It isn’t that I don’t listen to instructions. It’s
that I can’t understand you. When you call to
me from across the room, I hear “*&^%$#@,
Jordan. #$%^*&^%$&*.” Instead, come over to
me, get my attention, and speak in plain
words: “Jordan, put your book in your desk.
It’s time to go to lunch.” This tells me what
you want me to do and what is going to
happen next. Now it’s much easier for me to
comply.
4. I’m a concrete thinker. I interpret language
literally.
You confuse me by saying, “Hold your horses,
cowboy!” when what you mean is, “Stop
running.” Don’t tell me something is “a piece
of cake” when there’s no dessert in sight and
what you mean is, “This will be easy for you
to do.” When you say, “It’s pouring cats and
dogs,” I see pets coming out of a pitcher. Tell
me, “It’s raining hard.”
Idioms, puns, nuances, inferences, metaphors,
allusions, and sarcasm are lost on me.
5. Listen to all the ways I’m trying to
communicate.
It’s hard for me to tell you what I need when I
don’t have a way to describe my feelings. I
may be hungry, frustrated, frightened, or
confused but right now I can’t find those
words. Be alert for body language, withdrawal,
agitation or other signs that tell you
something is wrong. They’re there.
Or, you may hear me compensate for not
having all the words I need by sounding like a
little professor or movie star, rattling off words
or whole scripts well beyond my
developmental age. I’ve memorized these
messages from the world around me because I
know I am expected to speak when spoken to.
They may come from books, television, or the
speech of other people. Grown-ups call it
echolalia. I may not understand the context or
the terminology I’m using. I just know that it
gets me off the hook for coming up with a
reply.
6. Picture this! I’m visually oriented.
Show me how to do something rather than
just telling me. And be prepared to show me
many times. Lots of patient practice helps me
learn.
Visual supports help me move through my
day. They relieve me of the stress of having to
remember what comes next, make for smooth
transition between activities, and help me
manage my time and meet your expectations.
I need to see something to learn it, because
spoken words are like steam to me; they
evaporate in an instant, before I have a chance
to make sense of them. I don’t have instant-
processing skills. Instructions and information
presented to me visually can stay in front of
me for as long as I need, and will be just the
same when I come back to them later.
Without this, I live the constant frustration of
knowing that I’m missing big blocks of
information and expectations, and am helpless
to do anything about it.
7. Focus and build on what I can do rather
than what I can’t do.
Like any person, I can’t learn in an
environment where I’m constantly made to
feel that I’m not good enough and that I need
fixing. I avoid trying anything new when I’m
sure all I’ll get is criticism, no matter how
“constructive” you think you’re being. Look for
my strengths and you will find them. There is
more than one right way to do most things.
8. Help me with social interactions.
It may look like I don’t want to play with the
other kids on the playground, but it may be
that I simply do not know how to start a
conversation or join their play. Teach me how
to play with others. Encourage other children
to invite me to play along. I might be
delighted to be included.
I do best in structured play activities that have
a clear beginning and end. I don’t know how
to read facial expressions, body language, or
the emotions of others. Coach me. If I laugh
when Emily falls off the slide, it’s not that I
think it’s funny. It’s that I don’t know what to
say. Talk to me about Emily’s feelings and
teach me to ask, “Are you okay?”
9. Identify what triggers my meltdowns.
Meltdowns and blow-ups are more horrid for
me than they are for you. They occur because
one or more of my senses has gone into
overload, or because I’ve been pushed past
the limit of my social abilities. If you can
figure out why my meltdowns occur, they can
be prevented. Keep a log noting times,
settings, people, and activities. A pattern may
emerge.
Remember that everything I do is a form of
communication. It tells you, when my words
cannot, how I’m reacting to what is happening
around me. My behavior may have a physical
cause. Food allergies and sensitivities sleep
problems and gastrointestinal problems can all
affect my behavior. Look for signs, because I
may not be able to tell you about these
things.
10. Love me unconditionally.
Throw away thoughts like, “If you would just
—” and “Why can’t you—?” You didn’t fulfill
every expectation your parents had for you
and you wouldn’t like being constantly
reminded of it. I didn’t choose to have autism.
Remember that it’s happening to me, not you.
Without your support, my chances of growing
up to be successful and independent are slim.
With your support and guidance, the
possibilities are broader than you might think.
Three words we both need to live by:
Patience. Patience. Patience.
View my autism as a different ability rather
than a disability. Look past what you may see
as limitations and see my strengths. I may not
be good at eye contact or conversation, but
have you noticed that I don’t lie, cheat at
games, or pass judgment on other people?
I rely on you. All that I might become won’t
happen without you as my foundation. Be my
advocate, be my guide, love me for who I am,
and we’ll see how far I can go.

Coutesy: http://www.autismeducationtrust.org.uk

www.ellennotbohm.com

Is my teaching effective?

Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students
didn't seem to understand" or "My students were so badly behaved today."

However, without more time spent focussing on or discussing what has happened, we may tend to jump to conclusions about why things are happening. We may only notice reactions of the louder students.

Reflective teaching therefore implies a more systematic process of collecting, recording and analysing our thoughts and observations, as well as those of our students, and then going on to making changes.

If a lesson went well we can describe it and think about why it was successful.
If the students didn't understand a language point we introduced we need to think about what we did and why it may have been unclear.

If students are misbehaving - what were they doing, when and why?

Beginning the process

1. Peer observation

Invite a colleague to come into your class to collect information about your lesson. This may be with a simple observation task or through note taking.

This will relate back to the area you have identified to reflect upon. For example, you might ask your colleague to focus on which students contribute most in the lesson, what different patterns of interaction occur or how you deal with errors.

2. Recording lessons

Video or audio recordings of lessons can provide very useful information for reflection. You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see.

Audio recordings can be useful for considering aspects of teacher talk.

How much do you talk?

What about?

Are instructions and explanations clear?

How much time do you allocate to student talk?

How do you respond to student talk?

Video recordings can be useful in showing you aspects of your own behaviour.

Where do you stand?

Who do you speak to?

How do you come across to the students?

3. Student feedback

You can also ask your students what they think about what goes on in the classroom. Their opinions and perceptions can add a different and valuable perspective. This can be done with simple questionnaires or learning diaries for example.

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What to do next

Once you have some information recorded about what goes on in your classroom, what do you do?

Think, You may have noticed patterns occurring in your teaching through your observation. You may also have noticed things that you were previously unaware of. You may have been surprised by some of your students' feedback. You may already have ideas for changes to implement.

Talk Just by talking about what you have discovered - to a supportive colleague or even a friend - you may be able to come up with some ideas for how to do things differently.

If you have colleagues who also wish to develop their teaching using reflection as a tool, you can meet to discuss issues. Discussion can be based around
scenarios from your own classes.

Using a list of statements about teaching beliefs (for example, pairwork is a valuable activity in the language class or lexis is more important than grammar)

you can discuss which ones you agree or disagree with, and which ones are reflected in your own teaching giving evidence from your self-observation.

Read

You may decide that you need to find out more about a certain area. There are plenty of websites for teachers of English now where you can find useful teaching ideas, or more academic articles. There are also magazines for teachers where you can find articles on a wide range of topics.

Or if you have access to a library or bookshop, there are plenty of books for English language teachers. Ask Pose questions to websites or magazines to get ideas from other teachers. Or if you have a local teachers' association or other opportunities for in-service training,
ask for a session on an area that interests you.

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Courtesy:  http://www.teachingenglish.org.uk

Personal Teachers diary

This is the easiest way to begin a process of reflection since it is purely personal.

After each lesson you write in a notebook about what happened. You may also describe your own reactions and feelings and those you observed on the part of the students.

You are likely to begin to pose questions about what you have observed.

Diary writing does require a certain discipline in taking the time to do it on a regular basis.

Writing a teaching diary

Here are some general questions to get you started:

Lesson objectives

• Did the students understand what we did in the lesson?

• Was what we did too easy or too difficult?

• What problems did the students have (if any)?

• Was there a clear outcome for the students?

• What did they learn or practise in the lesson? Was it useful for them?

Activities and materials

• What different materials and activities did we use?

• Did the materials and activities keep the students interested?

• Could I have done any parts of the lesson differently?

Students

• Were all the students on task (i.e. doing what they were supposed to be doing)?

• If not, when was that and why did it happen?

• Which parts of the lesson did the students seem to enjoy most? And least?

• How much English did the students use?

Classroom management

• Did activities last the right length of time?

• Was the pace of the lesson right?

• Did I use whole class work, group work, pairwork or individual work?

• What did I use it for? Did it work?

• Did the students understand what to do in the lesson?

• Were my instructions clear?

• Did I provide opportunities for all the students to participate?

• Was I aware of how all of the students were progressing?

Overall

If I taught the lesson again, what would I do differently?

So score yourself as a teacher.....

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Ideas for School Administrators

Here are ten ideas

1) Your School Must Be For All Kids 100 Percent of the Time
If you start making decisions based on avoiding conflict, the students lose. This is what sustained me through one of my most difficult decisions. I asked
the school district to let our school health center offer birth control after four girls became pregnant in one semester. For this group of kids, the health center at
King was their primary health care provider. Although
we offer birth control to our students, we are not the birth control school; we are the school that cares about all of its kids. This decision was the right one, and it cemented for all time the central values of
King.

2) Create a Vision, Write It Down, and Start Implementing It : Don't put your vision in your drawer and hope for the
best. Every decision must be aligned with that vision. The whole organization is watching when you make a decision, so consistency is crucial.

3) It's the People, Stupid : The secret of managing is to keep the guys who hate
you away from those who are still undecided. (That's adapted from Casey Stengel.) Hire people who
support your vision, who are bright, and who like kids.

4) Paddles in the Water
In Outward Bound, you learn that when you are navigating dangerous rapids in a raft, the only way to succeed is for everyone in the boat to sit out on the edge and paddle really hard, even though everyone would rather be sitting in the center, where it's safer.

At King, in times of crisis, everyone responds with paddles in the water.

5) Find Time to Think During the Day
They pay me to worry. It's OK to stare at the wall and think about how to manage change. If i have 70 people who work . Even the most centered has three bad days each school year. Multiply that by 70 people and that's 210 bad days, which is more than the 180 school days in a year. So, me, I am never going to have a good day -- just get over it.

6) Take Responsibility for the Good and the Bad
If the problems in your school or organization lie below you and the solutions lie above you, then you have rendered yourself irrelevant. The genius of school lies within the school. The solutions to problems are almost always right in front of you.

7) You Have the Ultimate Responsibility
Have very clear expectations. Make sure people have the knowledge, resources, and time to accomplish what you expect. This shows respect. As much as possible, give people the autonomy to manage their
own work, budget, time, and curriculum. Autonomy is the goal, though you still have to inspect.

8) Have a Bias for Yes
When my son was little, I was going through a lot of turmoil at King, and I did not feel like doing much of
anything when I got home. One day, I just decided that whatever he wanted to do, I would do -- play ball, eat ice cream, and so on. I realized the power of yes. It changed our relationship. The only progress you will ever make involves risk: Ideas that teachers have may seem a little unsafe and crazy. Try to think, "How can I make this request into a yes?"

9) Consensus is Overrated
Twenty percent of people will be against anything. When you realize this, you avoid compromising what really should be done because you stop watering
things down. If you always try to reach consensus, you are being led by the 20 percent.

10) Large Change Needs to be Done Quickly
If you wait too long to make changes to a school culture, you have already sanctioned mediocre behavior because you're allowing it. That's when
change is hard, and you begin making bad deals.

Coutesy: http://www.edutopia.org

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'30 per cent budget on education’

Since the Coordinating Minister of the Economy,
Dr. Ngozi Okonjo-Iweala, presented the 2015
budget estimates of about N4.358trillion to the
National Assembly out of which N492, 034billion
was proposed for education, some observers
have contended that the vote still fell short of
UNESCO’s 26 per cent recommendation and
was not likely to effect change in the troubled
sector. However, former Executive Secretary,
National Universities Commission (NUC), Prof
Peter Okebukola in this interview with UJUNWA
ATUEYI clarified the true stance of the budget.
Okebukola who is also the President of UNESCO
Global University Network for Innovation (GUNI)
Africa and Chairman of Council of University of
West Africa, advised that the budget proposal
be raised to 30 per cent, among other issues.
Excerpts:
THE 2015 budget as revealed by the Federal
Government showed a proposal of N492,
034billion for education out of N4.3trillion
national budget. In the 2011 budget,
N306.3bn was allocated to education; in
2012(N400.15bn); in 2013(N426.53bn); and (N
493b) in 2014 representing 10.7 per cent of the
N4.6tn national budget in that year. Looking at
this analysis, what is your perception about this
trend?
The trend of course is far from encouraging
considering the deplorable state of our
education system. We need to at least triple the
current allocation to shake off the ignoble state
of the system by applying the funds largely to
significantly improve facilities for teaching and
learning, teacher quality and welfare and
curriculum delivery. We need the funds to break
down obstacles to access of over 10 million
out-of-school children. We need the funds to
improve school safety. We need the funds to
improve reading culture among our youths and
for overall improvement in the quality of delivery
of education.
I should stress that the 10.7 per cent you
quoted only gives a narrow view of the
anticipated picture of funding education in
Nigeria in 2015. My research group estimates
the proportion, nationally, to be above 20 per
cent, when we factor in budgets from state
governments and from budgets of intervention
agencies notably the Universal Basic Education
Commission (UBEC) and Tertiary Education
Trust Fund (TETFund).
In 2015, UBEC and TETFund alone will inject
not less than N100 billion into basic and higher
education respectively which are not captured in
the regular national budget which you are
referring to. This is aside from funds which
SURE-P will provide to support education.
We also need to realise that the budget
proposal of N492,034 bn for education going to
the national assembly for appropriation is only
for funding education at the federal level. This
will service only federal tertiary institutions
(about a third of the total number in Nigeria),
104 Unity Colleges (less than 0.002 per cent of
the national total), 25 parastatals of the Federal
Ministry of Education and the Federal Ministry of
Education itself. Each of the 36 states and the
FCT will also present their education budgets to
their respective State Assemblies. When
aggregated together alongside the contribution
of the intervention agencies, we will have a
proportion in the neighbourhood of 23 per cent.
Does it mean that the 26 per cent United
Nations Educational, Scientific and Cultural
Organisation (UNESCO) recommendation is not
realisable?
The 26 per cent figure often ascribed to
UNESCO is mythical. It only exists in the
Nigerian literature on education. I suspect that
it is a figure that arose out of a
recommendation of a localised UNESCO
meeting, which probably held in Nigeria
sometime in the past and does not bind the
entire organisation. I have had to ask two
Directors-General of UNESCO about this figure
and they claim not to be aware of it. For
Nigeria, I believe we should strive for a minimum
of 30 per cent for the next 20 years to clear the
mess in the sector.
Clearly, 30 per cent is realisable for if there is
a will, there is a way. Lip service in funding is
what education generously gets in Nigeria. I am
aware that other sectors such as health,
agriculture and security are important and will
also desire generous funding. What our leaders
fail to realise and appreciate is that education is
the antidote to challenges in all other sectors. It
is often said that education cannot solve all of
society’s problems but without education no
solution is possible.
What we should do in my view is to elevate
funding to education at the federal, state and
local government levels for the next 20 years
with the collateral effect of lowering funding in
other sectors. After 20 years when quality
education is on solid ground for all citizens, the
allocation to education can then slide
downwards for other sectors to enjoy a hike in
their budgetary allocation. It is a matter of
careful planning and continuity in the
implementation of government policies on
education at all levels.
One important point to note as I conclude my
answer to this question is the judicious use of
the funds, albeit meagre, which is allocated and
released for education. There is a lot of leakage
and corruption in the system that the more we
throw money into the sector, the more money
becomes available to be “chopped”. There is the
need, therefore, to install a robust accountability
and probity mechanism into the financial
operations in the sector (and of course, other
sectors) so that as much as possible, all
financial leakages are plugged.
With these allocations, what is the place of
Nigeria (being the Giant of Africa) when
compared to other African countries?
Let me answer this question with some
empirical data. As leader of an African Union-
European Union project, which studied the
quality of university education in 2014, my team
found a generally poor quality of higher
education systems in all 54 African countries
that we studied in comparison with Europe and
North America. Within this gloomy picture, it is
bittersweet to note that the Nigerian university
system rated among the best in Africa. It is
proverbially said that if you have not visited the
farm of others, you will believe that your
father’s farm is either the best or the worst.
Aside from South Africa and Egypt, our data
showed that no other national university system
in Africa matched the quality of curriculum, staff
and students of the Nigerian university system.
At international conferences, Nigerian scholars
are rated among the best in terms of quality of
participation. Students trained in Nigerian
universities are highly sought after for
postgraduate studies in European and North
American universities and during postgraduate
training, they perform among the best.
On the not-so-pleasing side, our data revealed
that relative to many other countries in Africa,
Europe and North America, Nigerian universities
are poor in infrastructure, reading culture is poor
among students and research culture among
staff is weak. If we elevate the performance of
our universities on the variables of quality of
infrastructure, quality of research and improve
reading culture among our students, no nation
in Africa will come anywhere near the tall
standing of the Nigerian university system in
terms of the quality of process and quality of
products.
This is the task for those who will be steering
governance in Nigeria after the February 2015
elections. We need to balance quality with
quantity in delivering university education. The
rate of expansion in enrolment should match the
rate of provision of facilities and human
resources. We need to reduce financial leakages
and profligate spending by political and other
office holders so as to free funds for better
funding of our universities.
If the Nigerian university system is rated among
the best in Africa as you said, despite the
shortfall in funding, what kind of system do you
think we will have if education in general is
adequately funded?
If education in general in Nigeria were better
funded, we will have a country that will parade
the best statistics in the world in health,
education, security, economy, environment,
agriculture, science and technology and in other
sectors. We will have a country, which the
Chairman of the NUC Board while I was
Executive Secretary, Alhaji Maitama Sule,
envisions to be paradise on earth. We will have
a country that will lead Africa to claim the 21st
century. As Executive Secretary of NUC between
2001 and 2006, I confirm that the Obasanjo
administration ensured a huge jump in funding
of our universities which translated to
significant improvement in the global ranking of
our universities in 2007. Since we did this
before, we can do it again across the education
sector.
I should stress that the condition of adequate
funding is only just necessary to make us get to
that dreamland. It is not sufficient. It will
become sufficient when we have truly
nationalistic, corruption-intolerant and God-
fearing leaders at all levels of governance and in
both the public and private sectors. I am not
talking about the president or state governors or
managing directors of private companies. I am
talking about these and all those who are in
leadership including vice-chancellors, principals
of secondary schools, head teachers of primary
schools, heads of academic departments in
universities, polytechnics and colleges of
education. May God give us such worthy
leaders.
Would you say that the present administration
has shown serious attention to educational
development?
No doubt, the present administration has done
well in many areas on education development.
Several areas notably access and quality are
still struggling to be served. You know I am not
a politician but an academic, so I will provide an
unbiased assessment.
Let us take 2014 as example. There were at
least 12 defining events in the education sector
in Nigeria in 2014. It is possible to cluster these
as the good, the bad and the ugly. On the good
and positive entries in the report card are the
improved performance of candidates in the May/
June Senior School Certificate examination
conducted by WAEC; increase in access as
additional 982,000 were enrolled nationwide in
the basic education system and the carrying
capacity of the 129 universities leapt to about
1,000,000. Recall that the present
administration established 12 new federal
universities and the Presidential Special
Scholarship Scheme for Innovation and
Development.
We also had the establishment of more Almajiri
schools to depress the number of out-of-school
children, which was put at about 10 million. The
curriculum at all levels enjoyed some positive
tweaking by NERDC, NCCE, NBTE, and NUC.
NUC’s action was particularly striking in
entrenching an improved entrepreneurship
studies programme in Nigerian universities
whose positive impact showed during the
national entrepreneurship fair in December 2014.
Funding for physical development and research
by TETFund was above the N80 billion mark
during the year. These six events were blue
marks on the report card.
On the “bad” and negative (red) entries in the
education report card in 2014 are four notable
events. The woeful performance of candidates in
the November/December senior school
certificate examination with more than 50 per
cent failing to earn five credits in English,
Mathematics and three other subjects is one.
Also, teacher quality across all levels of the
education system remained generally shameful
and unacceptably low. Quality of buildings and
other teaching-learning infrastructure did not
significantly improve and so is the poor reading
culture among students.
The “ugly” entry on the report card on school
safety has put Nigeria on the dark side of the
world map. This entry includes the alleged
slaughter by Boko Haram of 43 secondary
school students in Federal Government College,
Buni Yadi in February and the abduction in April
of about 200 girls from Government Secondary
School in Chibok. Taken together, the overall
score shown in the education report card at the
state and federal levels is far from the pass
grade. If I were the class teacher of this student
known as Nigeria, I will make the following
closing comments on the 2014 performance in
education: “You need to buckle up next session.
You were rather too laid back with severe
consequences for your future. Work harder in
the area of access, teacher quality and
facilities.”
The 2015 general elections will commence in
less than one month, what advice do you have
for Nigerians as regards electing credible
leaders.
I will advise Nigerians including myself to “shine
our eyes” and not be fooled or hoodwinked by
sweet talks of the politicians who are interested
only in their pockets. We should vote according
to our conscience and in line with what we
believe the politician can deliver by way of
dividends of democracy. This is why education
is important. With a current illiterate population
of about 30 per cent, more will be hoodwinked.
With more money to education, illiteracy rate
will depress and the electorate will be wiser
when casting votes and selecting their leaders.

Written by UJUNWA ATUEYI

http://m.ngrguardiannews.com

A Great Teacher

What does it mean to be a great teacher?

Of course credentials, knowledge, critical thinking, and all
other faculties of intelligence are important.

However, a great teacher should be much more
than credentials, experience and intelligence.
What lies in the heart of a great teacher?

You are kind:

a great teacher shows kindness to
students, colleagues, parents and those around
her/him. My favourite saying is “kindness makes
the world go around”. It truly changes the
environment in the classroom and school.
Being a
kind teacher helps students feel welcomed, cared
for and loved.

You are compassionate:

Teaching is a very
humanistic profession, and compassion is the
utmost feeling of understanding, and showing
others you are concerned about them. A
compassionate teacher models that characteristic
to the students with her/his actions, and as a
result students will be more open to
understanding the world around them.

You are empathetic:

Empathy is such an
important trait to have and to try to develop in
ourselves and our students. Being able to put
yourself in someone’s shoes and see things from
their perspective can have such a powerful impact
on our decisions and actions.

You are positive:

Being a positive person, is not
an easy task. Being a positive teacher is even
harder when we’re always met with problems with
very limited solutions. However, staying positive
when it’s tough can have such a tremendous
positive impact on the students and everyone
around us. Looking on the bright side always
seems to help make things better.

You are a builder:

A great teacher bridges gaps
and builds relationships, friendships, and a
community. Teachers always look to make things
better and improve things in and outside of the
classroom. Building a community is something a
great teacher seeks to do in the classroom and
extends that to the entire school and its
community.

You inspire:

Everyone looks at a great teacher and
they want to be a better teacher, they want to be
a better student, even better, they want to be a
better person. A great teacher uncovers hidden
treasures, possibilities and magic right before
everyone’s eyes.

Our Ideal School 2

TEACHING - LEARNING ASPECTS:
The students should have more project works so that they can enlarge
their creativity.

There should be a specific period where the teachers and the students can share new ideas and knowledge about different and innovative things.

The students must be allowed to the extra curriculums, as some students might like singing and dancing and others might have interest in sports.

Study tours should be organized each year to allow students swell their knowledge about certain things.

CURRICULUM:
Every school needs a curiculum upon which every subjects, extracurricular activities are based on.

The adpoted school curriculum should be well implemented and adequately followed.

SOCIETAL BALANCE:
The students should also have idea about their culture and society.

The teachers are the most important part, because an ideal school must have ideal teachers.

There have impactful, colourful school evemts frequently

The students will learn from their teachers just like a new born baby learns from his parents.

TEACHING STAFF:
The teachers must be well trained and adequate enough.

Besides having the ability to teach the teacher should also know how to motivate the students.

Our Teachers should be of integrity, modesty, true role models, approachable.

Our whole life depends on how we grow up just like a building depends on Its foundation.

An ideal school can be said to be:

It is intellectually stimulating.

It is safe.

It has positive energy.

It reflects the interests and cultures of all the students.

It is a place students wouldn’t mind visiting even if they weren’t in class.

It reflects the challenges students have faced and conquered within its walls.

It is a place in which studying the English language is interesting, fun, challenging, and seems worth every minute.

It is a place of change and growth brought about by learning.

It uses other types of tests that affect the psychomotor, affective domain of a child apart from the standardized tests are not accurate measures of intellectual growth and only make students anxious about going to school.

Some of this looks unachievable for schools just starting up and a lot of fund is required, Nigerians why not unite with other small schools around the location legally to do big things as one.

This shows that we love each other more and the impact in the lives of our students are more important than our egos.


References: http://rryshke.wordpress.com
Photos: shutterstock.com
visualphotos.com

Capacity development on the way

Our new Honourable Minister of Education - Mallam Ibrahim Shekerau mean Business, in the last weekend of August 2014 at Abuja met with the Subsidy Reinvestment and Empowerment Programme (SURE-P) to address the quality of Education and National Development at large. He said Nigeria said needs: To produce high quality teachers as this has been a Challenge so far Incentives like scholarship to encourage Capcity Development more Give importance to human Capacity building for teachers

He said these issues with Educational Sector will be tendered at the meet upcoming Federal Executive Council (FEC) meeting through the SURE-P Boss, so the necessary funds to carry this out will be included in the country's 2015 Budget.

Photos: www.wikipedia.org www.shutterstock.com www.123rf.com